Download Weitz_Teaching About World Religions

Natalie Weitz
Subreenduth EDTL 6430
Teaching about World Religions using the AAR Pedagogical Competencies
“Scavenger Hunt”
The objective of this modified “Scavenger Hunt” is to familiarize you with the World Religions identified
in the OACS, understand the key issues and challenges faced with teaching about this content in public
schools, and identifying appropriate resources, best practices and skills to effectively teach about World
religions. We will use the Pedagogical Competencies outlined in the AAR document
Pedagogical Competencies
Explore/Research/Reflect
Application
Station 1 (20 points)

Identify the OACS that
focus on World Religions

Be able to find and
recognize appropriate
resources about religion
when needed, on the
Internet or in more
traditional media.
Station 2 (15 points)
1. Develop skills in leading
students in discussion
regarding their religious
beliefs and practices, as
well as the beliefs and
practices of others.
2. Be aware of examples of
best practices in teaching
about religion.
See pages 4-6 below
Highlight at least 2 key points from
the reading that addresses each of
these competencies
1a. An essential first step for
religious studies discussions is to have
students “examine what assumptions
they harbor about religion.”
1b. Foster a respectful atmosphere
by asking students to “move away
from making generalizations to more
qualified statements.”
2a. The cultural studies approach to
religious studies is recommended as
the best approach. This approach
involves an examination of how
religion is embedded in culture and
has influenced history.
2b. The cultural studies approach can
be challenging because teachers must
be trained in religious studies and
they must cover less content in more
depth.
See pages 7-9 below
How can incorporate this into your teaching of
world religions? Provide at least 1 example for
each competency
1. It would be beneficial for students to
create their own concept maps outlining
what they already know of believe about
a religion before beginning a unit of
study about it. I do think that these
should be independent so students are
less likely to be afraid of offending one
another or feel offended by another
student who holds a certain belief. At
the end of the unit, students can return
to their concept map and identify
misconceptions they had and write
about them.
2. I think the most effective way for me to
utilize best practice in religious studies is
to make sure that I am informed about
the religions I am teaching. I need to
make sure I am more informed than
what I will expect my students to be, as
discussions will require me to feel
confident about the material.
Natalie Weitz
Subreenduth EDTL 6430
3. Develop the ability to
present multiple religious
perspectives in a fair or
neutral way.
Station 3 (15 points)

Understand the difference
between the secular
academic and devotional
approaches to religion, and
consistently use the secular
academic approach.

Be able to address in a
constructive way religious
disagreements and
conflicts that arise in the
classroom.

Be aware of, and manage
effectively, religious
diversity in the classroom.
Create an environment of
respect and tolerance—a
safe environment in which
students feel free to talk
about religion.

3a.Teachers oftentimes feel they are
most knowledgeable about their own
religion. This can cause them to limit
the religions studied or can keep
students from understanding that
religions are internally diverse (beliefs
within one religion can vary from
person to person)
3b. When controversy about religion
comes up in class, the teacher should
redirect the discussion by reminding
students that they diversity of religion
is one of its major premises rather
than try to identify “wrong” vs.
“right.”
The AAR guidelines outlines 4
Approaches to teaching religion (see
pages 10-11). Which approach do
you think you will follow? Why?
I think I will follow the cultural studies
approach. The article states that this
approach is most recommended by
those trained in religious studies.
Embedded in this approach are the
other three approaches, since it
includes historical perspectives,
literature, and traditions. However, I
think it brings these three approaches
together so that students can
understand how rooted religion is
within culture. I liked the example
the AAR text provided that many
important historical events can be
looked at through the religious lens of
the time period- not just historical
events that are obviously religious in
nature.
What do you understand by the
competencies in Station 3?
I think perhaps the most important
competency of these to keep in mind
is to keep in mind that in public
education, an academic approach is
appropriate when teaching religion as
opposed to a devotional approach.
3. I think I will need to remind myself to
always direct discussion back to the
three main premises of religious studies
outlined by the American Academy of
Religion: religions are internally diverse,
religions are dynamic, and religions are
embedded in culture. Students need to
be reminded that these are the reasons
we are studying religion- not to
determine which religion is best or right.
How will you implement your
approach/understanding of competencies into
practice? Provide at least 2-3 specific examples.
The main way I will implement my
understandings into practice is by taking extra
steps to develop an atmosphere of tolerance in
my classroom from day one. When more time is
spent doing this up front with all aspects of what
makes students unique, it becomes less of an
issue when religious topics are discussed. If I do
not set up this atmosphere in general from day
one, it would be hard to “create” for a religious
studies unit. This year, I plan on starting the
year by having each student bring in a
photograph or drawing representing something
that makes them unique and posting them on a
bulletin board along with a paragraph they have
written to explain it. Students can add or rotate
their representations throughout the year as
they wish.
I usually have students fill out a self-inventory at
the start of the year to tell me about their
favorite hobbies, preference of reading genre,
how they learn best, etc. This year I think I will
include a portion where they can choose to tell
me about traditions they celebrate at home.
This will give me some insight into their religious
beliefs. I can use this knowledge later in the
year as I develop lesson plans involving religion
Natalie Weitz
Subreenduth EDTL 6430
Station 4 : Final Reflection
10 points
My role as a teacher is to educate
students, not to recruit them. By
consistently keeping this in mind
when planning and carrying out
religious studies lessons and
discussions, I think students will feel
more respected and willing to share
about their own religious beliefs. Not
only should I know and understand
the reason behind religious studies,
but my students should too!
Reflect on the AAR document –what
impact did these guidelines have on
your professional development and
pedagogy?
I think the greatest impact this
document had on me was to give me
the “green light” on teaching religious
studies. This is a scary topic to broach
as a public school teacher because of
the sensitivities behind it. There has
been a lot of controversy in my school
district regarding the “separation of
church and state.” It is reassuring to
know that this document exists and I
could possibly refer it to parents and
administration if I ever needed to
support religious studies within my
curricular plans.
Total: 60 points
or want to find community speakers (parents) to
come in and talk about their traditions.
How will you take all of the information you
have gained from AAR and your research and
make it comprehensible to your 6th graders?
This is your “snapshot of practice” - provide at
least 1 specific example of practice.
I noticed in my research of the five religions
covered in the 6th grade OACS (Buddhism,
Judaism, Hinduism, Christianity, and Islam) that
some have roots in the 4 river civilizations also
included in the OACS (Mesopotamia, Indus
Valley, Nile River, and Huang He). I think it
would be a good idea to have students make
connections between these two units of study.
Within the study of river civilizations, religion
should be one aspect of the research students
do. It would be interesting for students to map
the river civilizations as well as the spread of the
five religious groups and see if there are
conclusions that can be drawn about the
movement of people in relation to the
movement of cultural ideas (religion).
Natalie Weitz
Subreenduth EDTL 6430
Station 1
Explore/Research/Reflect
OACS 6th grade geography strand content statement 8:
Modern cultural practices and products show the influence of tradition and diffusion, including the
impact of major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism).
Annotated Bibliography: Buddhism

http://www.pbs.org/thebuddha/birth-and-youth/
This is a link to a PBS website dedicated to a two hour film by David Grubin titled Buddha. The
link contains the start to video segments in the following categories: Birth & Youth, Seeking,
Enlightenment, Teachings, Community, Meditation, Compassion, Miracles, and Death & Legacy.
Note that each category contains multiple parts. Although having a class watch the entire video
series would be too lengthy, this is a fantastic resource for teachers to view in its entirety and
then select segments appropriate for classroom lessons. Individual segments range from 4 to 10
minutes. The website also contains a plethora of information and teaching resources including
and interactive map and timeline.

http://www.asia.si.edu/explore/teacherResources/ArtofBuddhism1.pdf and
http://www.eric.ed.gov/PDFS/ED471478.pdf
Both of these links are to the same document, however the first link is a cleaner color copy
without lesson plans, and the second is black and white yet contains the full text including the
suggested lesson plans and further resources. The document is found on the Smithsonian
Institution’s website and the Education Resources Information Center (ERIC), respectively. It
begins with an overview of Buddhism helpful to teachers wanting to learn more about Buddhism
before introducing it to classroom lessons. It also includes many examples of Buddhist artwork
and stories alongside informational explanations as to how they are pertinent to the religion and
its history. The lesson plans provided on the ERIC copy cover Buddhism in India, China, and Japan
and are written for elementary, middle, and high school levels.

Loundon, Sumi. Blue jean Buddha: voices of young Buddhists. Boston: Wisdom Publications,
2001. Print.
This is a book of first person Buddhist narratives. The perspectives range from teen Buddhists to
those in their thirties. Since all of the accounts are Buddhist, yet different, this would be a good
resource to draw from to reinforce the religious studies premise that religious beliefs and
practices are internally diverse. It would be the teacher’s discretion to choose the narratives
from the book most appropriate for the classroom and relevant to the age group.
Annotated Bibliography: Hinduism
Natalie Weitz
Subreenduth EDTL 6430

http://www.bbc.co.uk/religion/religions/hinduism/
This website sponsored by the BBC describes the Hindu religion in detail. It includes links in the
following categories: Hinduism at a Glance, Concepts, Dieties, Ethics, History, Holy Days, Rites &
Rituals, Texts, and Worship. Each section is easy to navigate and provides information at an
adult reading level. However, portions of the text could be used in the intermediate classroom
for research purposes.

http://www.pbs.org/thestoryofindia/gallery/photos/14.html#hinduism
This website would prove very useful in the classroom for study of Hinduism or India in general.
The site provides a series of pictures, each of which deals with a different aspect of India. This
specific webpage deals with religion. There are places on each picture where students can click
for more information. This is an extremely interactive, informative, and visual site.

http://www.asia.si.edu/pujaonline/puja/background.html
This website provides a simple, straightforward, and less overwhelming introduction to
Hinduism. It is meant to provide background knowledge for teachers. The information is
presented in a question-answer format.

Johari, Harish. The birth of the Ganga. Rochester, Vt.: Inner Traditions India, 1998. Print.
This is a picture book telling a mythological Hindu story about the creation of the river Ganga.
Although a story, it could serve as an appropriate introduction to some of the guiding principles,
aspects, and history of Hinduism.
Annotated Bibliography: Islam

http://www.bbc.co.uk/religion/religions/islam/
This website sponsored by the BBC describes the Islamic religion in detail. It includes links in the
following categories: Islam at a Glance, Arts & Culture, Beliefs, History, Holy Days, Ethics,
Practices, Prayer & Worship, Rites & Rituals, Subdivisions, and Texts. Each section is easy to
navigate and provides information at an adult reading level. However, portions of the text could
be used in the intermediate classroom for research purposes.

http://www.pbs.org/empires/islam/
This PBS website is a companion to the PBS film, Islam: Empire of Faith. It includes video clips
from the film that could be used in the classroom, an interactive timeline, and information about
the faith, culture, innovations, and notable Muslim people. There is also a link to educational
resources/lesson plans that can be used with the film.

Wilkinson, Philip, and Batul Salazar.Islam. New York: Dorling Kindersley, 2002. Print.
This book is part of the Eyewitness series and would serve as an appropriate reference material in
the intermediate social studies classroom. It is an introduction to Islam containing many
photographs of cultural practices, artwork, and artifacts alongside explanations. It avoids
controversial topics and discussion of extremist groups.
Annotated Bibliography: Christianity
Natalie Weitz
Subreenduth EDTL 6430



http://www.bbc.co.uk/religion/religions/christianity/
This website sponsored by the BBC describes the Christian religion in detail. It includes links in
the following categories: Christianity at a Glance, Ethics, Holy Days, Prayer & Study, Symbols,
Texts, History, People, Places, Subdivisions, and Saints. Each section is easy to navigate and
provides information at an adult reading level. However, portions of the text could be used in
the intermediate classroom for research purposes.
http://player.discoveryeducation.com/index.cfm?guidAssetId=68379F12-7D04-424A-803F01F0CC4C04D9&blnFromSearch=1&productcode=US
This video through the Discovery Education site outlines the Christian religion through segments
totaling 30 minutes. The video can be played in the classroom in its entirely, or more effectively,
in segments to relate to the lesson of study. The first segment is entitled “The Teachings of Jesus
Christ.” Other segments include information on Baptism, the Lord’s Supper, and the spread and
branching of Christianity.
Wilkinson, Philip, and Steve Teague.Eyewitness Christianity. Rev. ed. New York: DK Pub., 2006.
Print.
This book is part of the Eyewitness series and would serve as an appropriate reference material in
the intermediate social studies classroom. It is an introduction to Christianity containing many
photographs of cultural practices, artwork, and artifacts alongside explanations. It is organized into
three main sections. The first focuses on the Old Testament, the second on the history and
organization of the church, and the third on Christian life today.
Annotated Bibliography: Judaism

http://www.bbc.co.uk/religion/religions/judaism/
This website sponsored by the BBC describes the Jewish religion in detail. It includes links in the
following categories: Judaism at a Glance, Beliefs, Customs, History, the Holocaust, Holy Days,
Ethics, People, Rites, Subdivisions, Texts, and Worship. Each section is easy to navigate and
provides information at an adult reading level. However, portions of the text could be used in
the intermediate classroom for research purposes.

http://www.pbs.org/wnet/heritage/
This is a PBS companion website to the series “Heritage: Civilization and the Jews.” It is split into
nine chronological episodes spanning from 3800 BC (“A People is Born”) to the 1990’s (“Into the
Future”). Each episode includes an informative passage in addition to links to interactive
presentations and atlas, historical documents, and video resources. This site is incredibly
extensive and thorough. The historical documents would be excellent to incorporate primary
sources into classroom study. The main page also has links to lesson plans that are paired with
each of the nine episodes.

Charing, Douglas. Judaism. New York, N.Y.: DK Pub., 2003. Print.
This book is part of the Eyewitness series and would serve as an appropriate reference material in
the intermediate social studies classroom. It is an introduction to Judaism containing many
photographs of cultural practices, artwork, and artifacts alongside explanations. It tells the historical
background of the Jewish religion, explains Jewish traditions, details important festivals and
symbols, and outlines contributions made by notable Jewish scientists, doctors, and artists.
Natalie Weitz
Subreenduth EDTL 6430
Application
Buddhism:
Buddhism is based on the life and teachings of Buddha, who was born in India about 2500 years ago.
Buddha was born a prince and lived a sheltered and luxurious lifestyle for 29 years. One day, he
discovered human suffering which led him on a quest to answer the questions, “Why do human beings
suffer?” and, “Is there any escape from suffering?” He gave up his worldly possessions to become a
beggar and even practiced extreme asceticism (inflicting physical suffering on himself) in an attempt to
reach enlightenment and break the cycle of death and rebirth, thereby ending suffering. From a
realization of compassion and worldly connectivity, he discovered this would not work.
His analysis of suffering resulted in the Four Noble Truths. These truths state that there is suffering in
this world, but that its cause is within the human mind. Humans can be free of suffering by
understanding desire is its cause and by practicing mindfulness. He taught that there are three poisons
in the world: greed, anger, and ignorance. Through meditation and mindfulness, people can turn greed
into generosity, anger into compassion, and ignorance into wisdom. Nirvana, or absolute bliss, can be
found in ordinary moments of ordinary life as long as we attempt to see it. Buddhism spread from India
to Sri Lanka, central and southeast Asia, Tibet, China, Korea, Japan, and in the twentieth century, Europe
and the Americas.
Hinduism:
Hinduism is the oldest living religion and practiced by the majority of people living in India and Nepal.
Although it is thought to have originated in the Indus Valley region, it is unique in that it has no single
founder, scripture, or common set of teachings to define it. In fact, Hinduism is very difficult to define
because it is practiced in such a variety of ways and includes a variety of beliefs. For example, some
Hindus claim to be polytheistic while others are monotheistic.
However, there are some overarching beliefs practiced by most Hindus. For most, the sacred scripture
is the Veda and the system of values is the Dharma. There is a belief in samsara (reincarnation) that is
guided by karma, meaning the quality of the next life depends on the how the previous life was lived.
Many Hindus devote themselves to one of three gods: Brahma (creator of the cosmos), Vishnu
(preserver of the cosmos), or Shiva (destroyer of the cosmos). The most widely known holy day is called
Divali which is the festival of lights- a celebration of the victory of good over evil (light over darkness).
Islam:
The religion of Islam is the second largest practiced religion in the world. Followers of Islam are called
Muslims and their beliefs are based on the revelations of the Prophet Muhammad over 1400 years ago
in Mecca, Arabia. Muslims believe Muhammad to be the final prophet of a line of prophets sent to
spread the word of God. Other prophets include Jesus, Moses, and Abraham. Teachings of the Prophet
Muhammad are spelled out in the Qur’an, the Islamic holy book.
The five pillars of Islam are: Shahadah (declaration of faith), Salat (prayer 5 times each day), Zakat
(giving money to charity), Sawn (fasting during Ramadan), and Hajj (a pilgrimage to Mecca at least one
time). Generally speaking, Muslims believe in Allah (one God), angels, the holy books, the prophets, a
Day of Judgment, and predestination. Predestination means that Allah knows what will happen, but
Natalie Weitz
Subreenduth EDTL 6430
that humans still have the power of free choice. Jihad is the term used to describe the three types of
struggle experienced by Muslims. There is an internal struggle to live out the Muslim faith, a struggle to
build a good Muslim society, and a struggle to defend Islam. This last struggle is often referred to as
Holy War and is oftentimes misconstrued in the media as the sole meaning of Jihad. In fact, most
practicing Muslims regard Jihad as the internal struggle.
Of the holy days celebrated by Muslims, Ramadan is the most well-known. It takes place during the
ninth month of the Islamic calendar and lasts for 30 days. During that time, Muslims are expected to
fast during daylight hours. This month is sacred to Muslims because it is the month that the Qur’an was
first revealed. Muslims also believe that the gates to Heaven are open during this month and those to
Hell are closed.
Christianity:
Although there are many subdivisions within Christianity, Christians are united in their belief in Jesus as
the Messiah. Christians believe that Jesus was the son of God who was sent to save humans from the
original sin that all humans are born with. They believe that he was crucified on the cross (Crucifixion),
rose from the dead (Resurrection), and went to heaven in order to save people from sin and Hell.
Christians believe there are three elements to God: the Father, the Son, and the Holy Spirit. However,
Christianity is a monotheistic religion. The Christian holy book is the Bible and includes both the Old and
New Testaments. Easter and Christmas are the most well-known of the Christian holy days. On
Christmas, Christians celebrate the birth of Jesus and on Easter, they celebrate his death and
Resurrection.
Among the many subdivisions of Christianity are: Roman Catholic, Methodist, Baptist, Pentecostalism,
Eastern Orthodox, and Quaker. Each subdivision practices different rites, rituals, and traditions. Each
also has a different hierarchy of religious leaders. For example, some subdivisions have priests and nuns
while others have ministers or pastors.
Judaism:
Christianity, Islam, and Judaism are known as the three Abrahamic faiths. Of the three, Judaism is the
original, dating back to over 3500 years ago. Its origins are in the Middle East and the faith is said to be
founded by Moses. Jewish people believe in one God. They commit to keeping God’s laws and bringing
holiness into every aspect of their lives in exchange for the good things God has done for them. Their
most religious text is called the Torah. The Torah consists of the five books of Moses which were
dictated to Moses by God on Mount Sinai. It is written in Hebrew and contains 613 commandments.
The traditional laws contained in the Torah are knows as the halakhah.
Jewish people worship in Synagogues and their religious leaders are called rabbis. The faith is family and
community based. The holy day of the week is Saturday, the Sabbath or Shabbat, and last from nightfall
on Friday to Saturday night. Jewish people are to keep this day holy by attending Synagogue, avoiding
work, and spending time with family. Three of the holy days in the Jewish calendar are Passover, Rosh
Hashanah, and Yom Kippur. Passover is a commemoration of the liberation of the Children of Israel,
who were led out of Egypt by Moses. Rosh Hashanah, a celebration of the creation of the world, is just
10 days before Yom Kippur, which marks the end of the 10 days of Repentance.
During World War II, Hitler sought to eradicate the Jewish population. This period in history is known as
the Holocaust, and at least six million Jewish people were killed during this time.
Natalie Weitz
Subreenduth EDTL 6430
Identify the OACS. Then develop an annotated bibliography: Identify 3 Resources for each of the
world religions(incl. young adolescent literature): Buddhism, Hinduism, Islam, Christianity, Judaism